by The Investigations 3 Center Team | Oct 5, 2020 |
Like many, we have been thinking hard about the complexities of remote instruction. One of the things we’re interested in is what the remote teaching and learning of mathematics looks like in different settings. Many people are asking this question, and developing...
by The Investigations 3 Center Team | Sep 28, 2020 |
Many people are or will be teaching online, for some or all of their school day, at some point this year. Like everyone else, we have been thinking hard about remote instruction. How do we hold on to what we value in the teaching and learning of mathematics, in an...
by The Investigations 3 Center Team | Sep 15, 2020 |
As teachers and students start – or get ready to start – the school year, people have been thinking about what’s important to focus on after the chaos and challenges of the emergency remote teaching and learning of last spring. How can teachers and...
by Susan Jo Russell | Mar 9, 2020 |
In a blog post over a year ago, I wrote about the importance of using story contexts to support students in developing mental images of the operations. In that post, I concluded: “Along with pictures, drawings, diagrams, equations, and physical models, story contexts...
by Megan Murray | Feb 17, 2020 |
What follows is a lightly edited version of the second part of an end-of-Kindergarten discussion about the teen numbers. In Part 1, students took up the question of whether 100 is a teen number. That conversation built on a previous one, about why there are so many 1s...
by Megan Murray | Feb 11, 2020 |
Not long after I witnessed a Kindergarten conversation about why there are so many 1s in the teen numbers, I visited the same classroom. This time, it was Nicole who asked a question that knocked my socks off. “I wonder if 100 is a teen number?” When I asked why she...
by Annie Sussman | Dec 2, 2019 |
In conversations about differentiation, strategies to scaffold learning for students who need more support, and strategies to extend the learning for students who are ready for more challenge often come up. One topic that is rarely considered however, is the...
by Arusha Hollister | Nov 18, 2019 |
Many of us were taught to “estimate” in elementary school. Maybe we were asked how many jellybeans there were in a jar. Or asked to round before finding the answer to a computation problem. But for many of us there was little connection between those activities and...
by Megan Murray | Oct 28, 2019 |
Last spring, I visited a Kindergarten classroom near the end of the year. Students were participating in a Math Workshop focused on the teen numbers, choosing among activities that asked them to identify and recognize teen numbers; to represent them in several...
by The Investigations 3 Center Team | Apr 29, 2019 |
Six of our staff traveled to San Diego to attend the NCSM and NCTM conferences at the beginning of April. Below are four staff members’ reflections on a session that stood out to them. (Read the first three here.) Keith: “The Iris Carl Equity Address: Equity and...
